Co-op Academy Northwood

Inspection of a school judged good for overall effectiveness before September 2024: Co-op Academy Northwood Keelings Road, Northwood, Stoke-on-Trent, Staffordshire ST1 6QA

p.1

Outcome

Co-op Academy Northwood has taken effective action to maintain the standards identified at the previous inspection.

p.1

Outcome

The headteacher is Yvonne Glaister. This school is part of Co-op academies trust, which means other people in the trust also have responsibility for running the school. The trust is run by the chief executive officer (CEO), Chris Tomlinson, and overseen by a board of trustees, chaired by Russell Gill.

p.1

What is it like to attend this school?

Northwood is a school that welcomes everyone with open arms into what is typically described as ‘one big family’. Many pupils join the school part way through a school year, and some are in the early stages of speaking English. Everyone looks after each other and there is ambition for what pupils can achieve. Most pupils achieve well in the majority of subjects across the curriculum. The school supports pupils effectively as they move on to junior school. As a result, pupils are ready for the next stage in their education.

p.1

What is it like to attend this school?

The school sets very high expectations for how pupils should behave. Pupils behave exceptionally well. They are incredibly respectful and kind towards each other. Playtimes are filled with fun games and activities. Pupils feel safe and happy.

p.1

What is it like to attend this school?

Curriculum enrichment extends pupils’ learning successfully. For example, pupils have completed a local walk to a post box to send a letter as part of a geography topic linked to map reading. Pupils regularly take part in activities, such as den building and cooking porridge on a campfire, linked to stories they read. Pupils’ talents and interests are fostered through a variety of extra-curricular activities, including computing, mindfulness, junk modelling and dance. 8 and 9 July 2025

p.1

What does the school do well and what does it need to do better?

The curriculum is based on the aims of the National Curriculum. The sequence of learning helps pupils to build their knowledge over time. Staff are knowledgeable and teach the curriculum well. For example, in art and design, staff demonstrate different shading techniques for pupils to learn from. Pupils demonstrate exceptionally high levels of interest and engagement in lessons. Staff make appropriate checks on what pupils know and can remember. However, in a few subjects, some pupils do not know and understand important concepts and knowledge that has been taught previously. This leads to gaps in pupil’s knowledge and understanding in a few subjects. As a result, some pupils are not secure in their understanding

p.2

What does the school do well and what does it need to do better?

Phonics lessons take place each day and are taught well. During phonics lessons, staff notice misconceptions and address these promptly and appropriately. Pupils who need more support in phonics are identified swiftly and receive extra help each day. This helps these pupils to catch up with their peers. Pupils read phonetically decodable books. They tackle unfamiliar words by drawing on their phonic knowledge with increasing confidence. As a result, most pupils achieve well in reading.

p.2

What does the school do well and what does it need to do better?

The early years is a stimulating and nurturing environment. Children are very well cared for and have strong relationships with staff. Children settle into school life quickly. From the very beginning, staff carefully check if children need additional support. Staff provide high-quality, targeted language support for some children. This successfully supports children who are in the early stages of learning to speak English. Staff develop children’s speech, language and vocabulary effectively. They have high quality and meaningful interactions with children. Children cooperate well, taking turns and working together in small groups to, for example, role play how to make a drink for a friend in the home corner. Staff have identified that fine motor development is an area that most children need extra support with. Children complete activities such as practising using tweezers and manipulating small objects to create artwork. This helps to support children learn to

p.2

What does the school do well and what does it need to do better?

hold a pencil correctly. Most children achieve well in the early years.

p.2

What does the school do well and what does it need to do better?

Pupils with special educational needs and/or disabilities (SEND) are identified swiftly. The needs of pupils with SEND are accurately checked on. The school carefully selects the most effective ways to support individual pupils. Staff are adept at supporting pupils with SEND. The school involve external agencies as necessary and follow advice provided. Pupils with SEND achieve well.

p.2

What does the school do well and what does it need to do better?

Pupils are encouraged to take on a leadership role, such as school councillor and attendance champion. Attendance Champions, alongside staff, help to meet and greet pupils as they arrive at school, helping them to start the day well. The school does all that it can to make sure that pupils attend school regularly. As a result, most pupils attend school regularly.

p.2

What does the school do well and what does it need to do better?

The school makes sure that pupils know and understand about fundamental British values. It teaches pupils to be tolerant towards the beliefs of others. Pupils respect different opinions and beliefs. 8 and 9 July 2025

p.2

3

Trustees and members of the Academy Community Council (ACC) know their roles and responsibilities and carry these out diligently. They appropriately support and challenge the work of the school. Staff report that their well-being is prioritised and supported. Most staff state that their workload is well managed.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

(Information for the school and appropriate authority)

 In a few subjects, some pupils do not know and understand important concepts and knowledge that has been taught previously. This creates gaps in their understanding and limits how well they deepen their knowledge over time. The school should ensure that staff identify and address these gaps in these subjects, so that pupils can build securely on what they have previously learned

p.3

Background

Until September 2024, on a graded (section 5) inspection we gave schools an overall effectiveness grade, in addition to the key and provision judgements. Overall effectiveness grades given before September 2024 will continue to be visible on school inspection reports and on Ofsted’s website. From September 2024, graded inspections will not include an overall effectiveness grade. This school was, before September 2024, judged to be good for its overall effectiveness.

p.3

Background

We have now inspected the school to determine whether it has taken effective action to maintain the standards identified at that previous inspection. This is called an ungraded inspection, and it is carried out under section 8 of the Education Act 2005. We do not give graded judgements on an ungraded inspection. However, if we find evidence that a school’s work has improved significantly or that it may not be as strong as it was at the last inspection, then the next inspection will be a graded inspection. A graded inspection is carried out under section 5 of the Act. Usually this is within one to two years of the date of the ungraded inspection. If we have serious concerns about safeguarding, behaviour or the quality of education, we will deem the ungraded inspection a graded inspection immediately.

p.3

Background

This is the second ungraded inspection since we judged the predecessor school, Northwood Broom Community School, to be good for overall effectiveness in February 2013. 8 and 9 July 2025

p.3

How can I feed back my views?

find out what other parents and carers think. We use information from Ofsted Parent View when deciding which schools to inspect, when to inspect them and as part of their inspection.

p.4

How can I feed back my views?

The Department for Education has further guidance on how to complain about a school.

p.4

Further information

You can search for published performance information about the school.

p.4

Further information

In the report, ‘disadvantaged pupils’ is used to mean pupils with special educational needs and/or disabilities (SEND); pupils who meet the definition of children in need of help and protection ; pupils receiving statutory local authority support from a social worker; and pupils who otherwise meet the criteria used for deciding the school’s pupil premium funding (this includes pupils claiming free school meals at any point in the last six years, looked after children (children in local authority care) and/or children who left care through adoption or another formal route). 8 and 9 July 2025

p.4

School details

Website www.northwood.coopacademies.co.uk/

p.5

School details

Dates of previous inspection Not previously inspected.

p.5

Information about this school

 The school is part of Co-op academies trust, comprising 38 schools.  The school do not make use of any alternative provision.

p.5

Information about this inspection

n Inspections are a point-in-time evaluation about the quality of a school’s education provision. n This was the first routine inspection the school received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the school and has taken that into account in their evaluation of the school. n The inspector met with the CEO, headteacher, deputy headteacher, assistant headteachers and other leaders. The inspector held a meeting with trustees and members of the ACC. Meetings were held with curriculum leaders, teachers and support staff. 8 and 9 July 2025

p.5

6

n The inspector visited a sample of lessons, spoke with pupils about their learning and looked at samples of pupils’ work. n The inspector listened to pupils read to a familiar adult. n The inspector observed pupils’ behaviour and interactions during lessons and at breaktimes and lunchtimes and spoke to many pupils during the inspection. n To evaluate the effectiveness of safeguarding, the inspector: reviewed the single central record; took account of the views of leaders, staff and pupils; and considered the extent to which the school has created an open and positive culture around safeguarding that puts pupils’ interests first.  The inspector considered responses to Ofsted’s online survey, Ofsted Parent View. This included the free-text comments. The inspector also reviewed responses to Ofsted’s online staff and pupil surveys.

p.6

Inspection team

Emma Titchener, lead inspector His Majesty’s Inspector 8 and 9 July 2025

p.6

7

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7